Using experiential learning methods with larger groups of studentsNetwork heading

Using experiential learning methods with larger groups of StudentsNetwork heading Philip Burnard

Experiential learning methods have been advocated for teaching interpersonal skills in nursing courses. Tutors and lecturers are often teaching larger groups of students on Project 2000 courses and this may lead to difficulties in using experiential learning methods. This paper offers two types of structure for using such methods based on the notion of student-facilitation. The paper also highlights the need for experiential learning groups to be evaluated effectively and the learning that takes place in them to be linked to the clinical nursing arena.

INTRODUCTION Experiential learning methods have been widely advocated for the teaching and learning of interpersonal skills to nurses in training (Burnard 1990; Ellis & Watson 1987; Kilty 1983). Whilst the term ‘experiential learning’ has been variously defined, it is often used to suggest that people learn best when they are actively involved in their own learning (Weil & McGill 1989). Often, too, it is thought of as ‘learning by doing’ (Boydell 1976). Experiential learning methods such as role play, pairs activities and discussion groups often depend on the learning group being a small one. Project 2000 courses often attract much larger numbers of‘ students than more traditional training courses. This may lead to a return to more traditional methods of teaching - lectures and seminars, for example - as a means ot‘tutors and lecturers coping with Philip Burnard PhD RN, Director of Postgraduate Nursing Studies, University of Wales College of Medicine, Heath Park, Cardiff CF4, Wales (Requests for offprints to PB) Manuscript accepted 22 September 1992 60

larger numbers. This paper identifies two ways in which experiential learning methods might be used with larger groups of’students (25-50). The methods described in this paper are particularly useful for exploring interpersonal skills and for discussing values, attitudes and beliefs. Experiential learning methods have been frequently described as appropriate for facilitating meaningful or significant learning (Bailey 1983, Boud 1973, Burnard 1988, Gendlin 8c Beebe 1968, Rogers 1972). Kogers (1972) described significant learning as that which had a quality of‘ personal involvement; was self-initiated; was pervasive and was evaluated by the learner. He argued that group experiential methods were particularly good learning vehicles for this sort of learning. Experiential learning methods are, perhaps, less useful for the formal teaching of subjects that contain a high level of concrete ‘fact’ or theory. Kogers (1973) described this as ‘cognitive learning’ to distinguish it from the experiential or significant learning alluded to above. The point ofexperiential learning methods, in nurse education, is that they encourage learners to reflect on their own experience and they enable

NURSE EI)U(:A-I‘ION

links to be made between two domains: the domain of theory that they have learned elsewhere and the domain of clinical work, away from the college. It is vital, throughout all experiential learning sessions, that reference is constantly made to how any learning that takes place within them is linked to the ‘real situation’ - the day-to-day clinical life of the student. If students are to become ‘reflective practitioners’ that linkage is essential (Schiin 1983). Schiin’s notion involves practitioners reflecting on what they do in clinical practice, as they do it. The skills of reflective practice can begin to develop in experiential learning groups.

STRUCTURE All but the most informal of learning projects need to be structured (Argyris 1982). When expeiential learning methods are used with larger groups, such structure becomes essential. In smaller groups, the facilitator normally takes care of the whole of the activity process. Thus, she will introduce an activity, make sure that the students are clear about their roles in that activity and then help them to make sense of it afterwards. With larger groups, this ‘one man band’ approach may not be appropriate. One obvious waj of structuring the learning process is to di&e up the group into small sub-groups. Thus a group of 40 students can be divided into four groups of 10. Before this occurs, however, certain preparatory work needs to be done. First, the larger student group needs a mini training session on the use of experiential learning methods. Through a traditional lecture, followed by a discussion, it is possible to convey both the philosophy of the experiential approach and the mechanisms by which experiential learning groups operate. Thus the larger group of students gets a grounding in the personal and student-centred view of the learning process and a short introduction to facilitation and facilitation skills (Baud, Keogh 8c Walker 1985, Heron 1990, Knowles 1984). These ideas can all be followed through with

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6 1

appropriate handouts and reading lists. It is suggested that this lecture and discussion is put into place early in an interpersonal skills or persona1 values course in order to prepare students for later experiential learning sessions. Also, it is important that extra rooms are booked early on. Dividing a larger group into subgroups means that extra teaching space is required. Once the initial introduction to the approach has been offered, a decision needs to be made about the degree to which the larger group will divide into smaller ones. One option is for the group to divide up and to stay in sub-groups through the rest of the period of training. Another is that sub-groups meet up at the end of any given training session and join a large plenary session. Yet another is that the student mix in the sub-groups changes on a week-toweek basis, so that every student in the larger group gets to study with every other student. This type of decision can either be made by the tutor or lecturer, or can be discussed with the larger group and a more democratic approach used. Nor is there any reason such a decision should be ‘once and for all’. It is quite possible to renegotiate the ground rules of this sort of activity as the tutor or lecturer gets a clearer idea of how the process is unfolding. Different divisions and groupings may also suit different cohorts of students.

RUNNING THE SMALLER GROUPS When the larger group meets for the first training session, each sub-group will need a student-facilitator. If this topic has been discussed in some detail at the initial lecture and discussion, the election of such a student-facilitator should cause few problems. If it seems likely that there will be a problem, the tutor or lecturer might elect to choose such facilitators herself. The role of the student-facilitator will include the following elements: l

experiential learning Describing the activity to the group and giving them appropriate handouts containing explicity instructions.

62

NURSE EDLKA1‘ION

0 Ensuring

TODAY

the

smooth

running

of

the

l

l

it has occurred. Feeding back to the larger

the discussion

of the activity after plenary

group

process

(Jarvis

1987).

On

the other

The tutor or lecturer’s smaller groups

task in organising

will include,

far. Whilst teachers and students can together, it is usually clear from their professional are

where this is appropriate. the

at least, the follow-

ing elements:

experience

also not equal

and training,

in many

should be recognised

learn ages,

that they

ways. This,

too,

and the tutor or lecturer

should be sensitive about the degree to which she can be recognised

as an ‘equal’ by the learning

group.

The preparation detailed

learning

hand, such an idea of equality can be taken too

activity. Enabling

of clear handouts

but straightforward

that give

instructions

about the task in hand. Ensuring

that

the sub-groups

find

their

rooms and are clear about the sub-groups they are to join. Facilitating the larger plenary session when this is appropriate. Ensuring adequately

that the student-facilitators supervised

and

are

that

these

students’ own learning needs are met. Making sure that learning is appropriately assessed and evaluated. fer of learning

It is vital that trans-

takes place, from the exper-

iential learning group to the clinical setting. Self and peer review and the use of diaries as monitors

of the transfer

both been described Keogh & Walker

of learning

in the literature

1985, Burnard

have

(Boud,

1987; Kilty

1978).

STUDENT-FACILITATORS The task of being a student-facilitator is not a particularly easy one. The student is being asked to be both a peer and a learning should

be pointed

being asked to be a teacher. necessitate involves

the organisation

particular

experiential

and processing

learning

it

of a

activity. The aim

is not to turn students into teachers but to enable students

to work more effectively

of learning.

as facilitators

Also, by role-modelling

such facili-

tation, it seems likely that those student-fdcihtators are also conveying

to their peers a certain set

of attitudes

both towards learning

people

general.

in

The tutor or lecturer may also choose from three other options. She may join one of the subgroups as a participant (or as a stand-in for an

tation role. Teachers

She may spend some

It

The role should not

Also,

pointed out, nurse teachers

time with each of the groups and move between

facilitator.

that she is not

any formal teaching input. Instead,

stantly

absent student-facilitator).

out, though,

role-modelling

as

and towards

Infante

(1986)

are themselves

the teaching

con-

and facili-

who adopt the approaches

outlined in this paper should frequently reflect on the style of facilitation they are modelling. It seems reasonable

that the role should not be

them during the course of a session. She may, on the other hand, leave the groups to work on their

should be free to elect to take up the role. In the

own. Of all these options,

early stages of this approach,

the second is perhaps

the least appropriate. Although the idea of ‘overseeing’ groups of students is often advocated during teacher preparation, in experiential learning groups it seems more likely to be an intrusion and an interruption than a help. Per-

thrust upon any given student.

the more extrovert

members

Instead,

students

it is likely that only of the group

will

take up the challenge. As the sub-groups develop, however, the task is likely to be seen as more ‘manageable’ by other, less assertive members. It also seems unlikely that every

haps the best option is the first one. If the tutor

student

or lecturer can join in a sub-group as a participant, she is not only role-modelling effective group membership but she is also further perpetuating the adult-learning principles of experiential learning by being a ‘co-traveller’ in the

capacity during the life of one course of training education.

will be able to (or want to) act in this

It is essential, too, that the student-facilitators are able to identify the learning they develop from the role. It is helpful if all of the student-

facilitators meet for a plenary session of their own, with the tutor or lecturer. In such a session, the students can be debriefed and can talk through their experiences ofboth facilitating the small groups and of learning through running a group. Quite often, the timing element of the task presents problems. The experiential learning activity often overruns in the early stages of the sub-group formation and the student-facilitator is not left enough time to process that activity. At this point, the tutor or lecturer can offer assistance as to how time may be used more effectively. Also, the tutor should make sure, beforehand, that the timings on her handout are realistic. It is one thing to plan out an experiential learning activity but another to ensure that it runs to time.

NON-PEER FACILITATORS Another approach to working with larger student groups is to invite students who are not peers, to run the smaller groups. In this approach, senior students are invited to work as facilitators in these groups and thus enhance their own group and facilitation skills. The same sort of preparation of student-facilitators is required but senior students may be better prepared to adopt the role by virtue of their own previous training in group facilitation. This assumes, of course, that group facilitation is on the curriculum in the first place. If it is not, the preparation of the facilitators will almost exactly mimic that of peer facilitators. There are advantages and disadvantages of using students from other years or groups. Outside facilitators can sometimes be more objective and more able to run the group smoothly and effectively. They may also bring more experience to the task than peer facilitators might. On the other hand, in running other students’ groups, they are clearly going to have to forfeit doing something else. Careful organisation may be necessary to ensure that non-peer facilitators do not feel that they are being ‘used’. The advantages and value of being encouraged to run groups in this way must be made apparent to the students concerned.

OTHER ISSUES The two approaches to learning described here offer ways of furthering the idea of adult learning in nursing education. They also ask that the tutor or lecturer be prepared to give up part of her organising and controlling role. Asking students to work in this way means that learning outcomes are likely to be less predictable. Just as it is unreasonable to set behavioural objectives for more ‘traditional’ experiential learning accivities, so is it less than useful to do so in these situations. However, some tutors or lecturers may want to encourage students to write their own, expressive, objectives before they start working in the small groups or before they take in the role of student-facilitator. Linked to all this is the need to be able to evaluate learning effectively. Here, it seems likely that self and peer evaluation will be appropriate, as will some format for assessing the effectiveness of the supervision offered by the tutor or lecturer to the student-facilitators (BodIey 1992). In the longer term, both course and lecturer evaluation will be necessary (Macdonald 1992). As we have noted, too, it is of considerable importance that any learning that takes place in these groups is linked to the ‘real world’ of the students’ everyday clinical experience. The point is not merely to discuss a range of issues, nor to practice a range of skills, but to identify how and why such issues and skills related to nursing. Once this form of educational activity has become established in a given college of nursing, it may be felt advisable to introduce short training courses within the mainstream course, to enable all students to develop the skills of facilitation more formally. Such skills will not be wasted. Facilitation skills are being more widely advocated as part of the range of skills that any nurse can use in clinical and community settings (Kobinson & Vaughan 1992). Also, the notion of peer teaching is being discussed, increasingly, in the nursing education literature as an appropriate way of helping students to learn (Clarke & Feltham 1990; Costello 1989). Students also need to be encouraged to discuss the relative differences between the concepts of teaching

(the passing (helping

and facilitation

on of information) and

encouraging

others

to

learn

through reflection). Clearly, too, there are other educational at stake in using methods important, trained

for example,

as facilitators

issues

such as these.

that students

It is

who are

are allowed to discuss, in

communication

and interpersonal

skills appro-

priate to any nursing course. Nor are the methods limited to experiential learning. They could

easily

elements

be

adapted

of a course

structuring

for

more

‘formal’

and used as method

small group teaching and learning

both post and pre-registration

of in

courses.

some detail, the principles of experiential learning. They need time to be allowed to ‘own’ these ideas and to be motivated

to help each other to

learn. In a study of nearly 500 students’ and tutors’ perceptions of experiential learning methods,

Burnard

(1991)

found

students (and a number ofnurse

that

many

teachers)

found

some experiential learning methods embarrassing to use. It is important that teachers who are helping

to train student-facilitators

students

enough

allow those

time to air their anxieties

and

doubts about the approaches. Finally, it is possible to run experiential ing

activities

with

large

groups

learn-

who

stay

together. Whilst the idea of working in smaller groups is preferable, there seems to be no reason an

experienced

facilitate

tutor

or

lecturer

the group-as-a-whoIe.

could

However,

not most

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learning and action. Jossey Bass, San Francisco BaiIev c K 1983 ExnerientiaI learnine and the curriculum. Nursing Times 20 ]I$ 4.5-46 Uodley D E 1992 Clinical super&ion in psychiatric nursing: using the process recording. Nurse Education Today 12 (2): 148-155 Baud D ed 1973 Experiential learning techniques in higher education. Human Potential Learning Project, University of Surrey, Guildford Boud D, Keogh R, Walker D 198.5 Reflection: turning ” experience‘& learning. Kogan Page, London Boydell T 1976 Experiential learning. Manchester Monograph No. 5, University of Manchester. Manchester Uurnard P I987 Self and peer assessment. Senior Nurse

6 (5): 1617 Surnard P 1988 Experiential consideration.

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group

Uurnard P 1990 Learning human skills: an experiential guide for nurses. 2nd ed. Butterworth-Heinemann,

format

as a means

of ensuring

student

participation and the exchange of ideas and feelings (see Heron 1973, Kilty 1983). If the larger group format is used, then much thought has to go into the organisation of activities. Very clear

structure

is likely to be required

if the

group is to stay together.

CONCLUSION This paper has described helping students to learn

two approaches from experience

to in

large groups. Both involve the use of other students as facilitators. Both uphold the principles of adult learning

which acknowledge

equality in the roles of facilitators

an

and students.

Both need careful planning but such planning can help to ensure that interpersonal skills do not get ‘taught’ only through lectures and discussion. The methods encourage full participation

and enable reflection

on a wide range of

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Aldershot,

UK

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